- Title Pages
- Dedication
- Acknowledgments
- Introduction
- I Invitations to Welty’s “Mountain of Meaning”
- Some Notes on Teaching Welty
- Introductions to Welty
- Teaching the Art of Welty’s Letters
- How She Wrote and How We Read
- Teaching Welty’s Narrative Strategies in <i>Delta Wedding</i>
- II New Perspectives on Welty and the US South
- Teaching Welty’s <i>A Curtain of Green</i> in an American Studies Freshman Seminar
- Matters of Life and Death
- Indigenizing Welty
- Taking <i>The Wide Net</i> to the Waters of <i>La Frontera</i> along Eudora Welty’s Natchez Trace
- III “Lifting the Veil”: Teaching Welty and African American Identity
- Teaching “A Curtain” in the Thick of Things
- The Matter of Black Lives in American Literature
- “Powerhouse” and the Challenge of African American Representation
- “We Must Have Your History, You Know”
- IV “Learning to See”: Bodies in Welty’s Texts
- Picturing Difference and Disability in Our Classrooms
- Queering Welty’s Male Bodies in the Undergraduate Classroom
- Loch of the Rape
- Welty’s Place in the Undergraduate Theory Classroom
- V Worldly Welty: International and Transcultural Contexts
- Teaching Welty and/in Modernism
- Post Southern and International
- Umbrellas and Bottles
- Transcontinental Welty
- VI Teaching Welty in Our Writing Classrooms
- Finding the Freshman Voice
- “He Going to Last”
- How I Teach “Livvie” in Welty’s Home County
- “Something Beautiful, Something Frightening”
- “A Worn Path” in the Creative Writing Classroom
- VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
- Teaching Welty in Dialogue with Other Artists in a Social Justice Course
- Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Folk and Fairy Tales, Opera, and YouTube
- Teaching Welty to Future Teachers
- Finding Hope
- Resources for Teachers and Students
- About the Contributors
- Index
Teaching Welty to Future Teachers
Teaching Welty to Future Teachers
The Wide Net, The Golden Apples, and Inquiry-Based Learning
- Chapter:
- (p.215) Teaching Welty to Future Teachers
- Source:
- Teaching the Works of Eudora Welty
- Author(s):
Rebecca L. Harrison
, Mae Miller Claxton, Julia Eichelberger- Publisher:
- University Press of Mississippi
This essay models pathways for discipline faculty to incorporate Welty’s work into English classes that target secondary education majors, a significant population in most English departments at accredited teacher training universities. Such a move, it contends, helps foster more inclusion of her work in high school curricula by eliminating barriers for pre-service teachers, the impact of which has the potential to increase the critical literacy of adolescents who will one day populate collegiate classrooms. It lays bare targeted inquiry-based learning strategies utilized by the author with The Wide Net and Other Stories (1943), along with avenues for furthering teacher fluency by placing The Golden Apples (1949) at the heart of a robust pedagogy project, the benefits of which also positively impact traditional English majors who often go on to teach adolescents in first-year writing classes in graduate school.
Keywords: secondary education majors, high school curricula, pre-service teachers, inquiry-based learning, pedagogy project
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- Title Pages
- Dedication
- Acknowledgments
- Introduction
- I Invitations to Welty’s “Mountain of Meaning”
- Some Notes on Teaching Welty
- Introductions to Welty
- Teaching the Art of Welty’s Letters
- How She Wrote and How We Read
- Teaching Welty’s Narrative Strategies in <i>Delta Wedding</i>
- II New Perspectives on Welty and the US South
- Teaching Welty’s <i>A Curtain of Green</i> in an American Studies Freshman Seminar
- Matters of Life and Death
- Indigenizing Welty
- Taking <i>The Wide Net</i> to the Waters of <i>La Frontera</i> along Eudora Welty’s Natchez Trace
- III “Lifting the Veil”: Teaching Welty and African American Identity
- Teaching “A Curtain” in the Thick of Things
- The Matter of Black Lives in American Literature
- “Powerhouse” and the Challenge of African American Representation
- “We Must Have Your History, You Know”
- IV “Learning to See”: Bodies in Welty’s Texts
- Picturing Difference and Disability in Our Classrooms
- Queering Welty’s Male Bodies in the Undergraduate Classroom
- Loch of the Rape
- Welty’s Place in the Undergraduate Theory Classroom
- V Worldly Welty: International and Transcultural Contexts
- Teaching Welty and/in Modernism
- Post Southern and International
- Umbrellas and Bottles
- Transcontinental Welty
- VI Teaching Welty in Our Writing Classrooms
- Finding the Freshman Voice
- “He Going to Last”
- How I Teach “Livvie” in Welty’s Home County
- “Something Beautiful, Something Frightening”
- “A Worn Path” in the Creative Writing Classroom
- VII Casting Wider Nets: New Interdisciplinary Contexts for Teaching Welty
- Teaching Welty in Dialogue with Other Artists in a Social Justice Course
- Using “A Worn Path” to Explore Contemporary Health Disparities in a Service-Learning Course
- Folk and Fairy Tales, Opera, and YouTube
- Teaching Welty to Future Teachers
- Finding Hope
- Resources for Teachers and Students
- About the Contributors
- Index
